FLIPPED APPROACH IN ENHANCING SCIENCE PROFICIENCY OF GRADE 11 STUDENTS

Author Name: 1. John Rey M. Eclevia 2. Maricriz B. Eclevia

Volume/Issue: 06/12

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/06.2026-34828635/UIJIR

Affiliation:

1. Department of Education, Candelaria, District.
2. Department of Education, Masinloc, District.

ABSTRACT

This study examined the effectiveness of the flipped classroom approach in improving the science proficiency of Grade 11 students in General Science. A quasi-experimental non-equivalent control group pretest–posttest design involved 58 students, where the intervention group used flipped instruction and the control group received conventional lecture-based teaching. A validated pretest and posttest assessed students’ science proficiency in both groups. The intervention group showed a significant improvement, with a mean gain of 5.07 points (p < 0.001), while the control group had a smaller but significant gain of 0.79 points (p = 0.0356). Posttest results indicated that the intervention group outperformed the control group, demonstrating stronger learning gains. Overall, the findings show that the flipped classroom approach effectively enhances science proficiency and promotes deeper understanding and active learning among students. Based on these findings, the study concludes that integrating flipped instruction in senior high school science classes may improve academic outcomes. Educators are therefore encouraged to adopt this strategy to strengthen teaching and learning effectiveness.

Key words: Flipped Classroom, Science Proficiency, Grade 11 Students, Quasi-Experimental Design